Pivoting the centre: reflections on undertaking qualitative interviewing in academia

• Published in: Qualitative research : QR Vol. 7; no. 4; pp. 461 - 475
• Main Author: Gunasekara, Chrys
• Format: Journal Article
• Language: English
• Published: London, England Sage Publications 01.11.2007; Sage Publications Ltd
• Subjects: Academic profession; Colleges & universities; Data collection; Economic development; Education policy; Educational institutions; Educational Policy; Higher education; Identity; Interviews; Policy analysis; Policy Research; Public sector; Qualitative analysis; Regional Development; Research methods; Research workers; Researcher Subject Relations; Researchers; Social construction; Universities; academics; identities; reflexivity; universities; interviews
• ISSN: 1468-7941; 1741-3109
• DOI: 10.1177/1468794107082302

Researchers studying the role of universities in economic development have paid little attention to methods issues relating to the influence of researcher identities in interviews. Yet in this field of work, researcher identities can have a significant influence on the validity and reliability of `data' and their interpretation, not least because the researchers and at least some of their interviewees, ostensibly, are from the same sector and perhaps even are known to each other. This article considers the influences on the data of multiple identities occupied by an early career researcher doing qualitative interviews for a doctoral project on the role of universities in regional development. The identities occupied by the author were novice researcher, academic insider, career changer and former public sector executive who was a client of university academics. The article demonstrates the potential impact of these identities on the data collected and their interpretation, and the researcher's attempts to negotiate these identities. In thus demonstrating that the `how' of data collection can have important effects on the `what' of data collection and interpretation, the article argues that qualitative interviews in higher education policy research should pay more attention to the social construction of interview `data'.